DESCRIPTORS Inquiry project is initiated with the students Get excited and curious about the project Read and understand the inquiry Develop an awareness of expectations/criteria/components of final product Accept emotions of doubt and uncertainty Establish existing/prior knowledge Make connections to the “Big Picture" Explore ideas rather than accumulate facts Connects ideas to self; his/her world; previous experience and knowledge Extend background knowledge of context through observation and experience Dip into various sources to find interesting ideas and prepare to develop inquiry questions GUIDING QUESTIONS ‘Can state what know about this topic? ‘How dotknow about this topic? ‘Do know enough about the ides or topic te ask goed questions? ‘What do! fel about this topic? ‘What are other peoples views ofthis topic? ‘What interests me about this idea or topic? ‘What are some key words and ideas about tis topic? ‘What ate some possible ideas about the topic that interest me? ‘Why am I doing this? ‘What do need todo? powered by PIKTOCHART BIG IDEAS Motivate Open Minds Initiate Project Activate Thinking stimulate Curiosity Make Observations Set Purpose for Inquiry Explore Interesting Ideas Connect to Content & Topic Probe Prior knowledge Tune into Students’ Thinking Establish "known’ Big Ideas Extend Background Knowledge Dip into Interest- Inducing Stimuli Identify Alternatives or Misconceptionsee eee A Tiree M Ri Rica] Ea eee eee What do I wonder? Ar) a(R ode Ra ELC Bar a Wonder about DESCRIPTORS Sourtepe Frame questions for investigation + Asks clarifying questions 7 + Asks/creates questions about the topic __ Select an + Formulates preliminary questions and ideas interesting issue + Construct a driving inquiry question from interesting ideas and pressing ._ worthy of problems: investigation + Refines, focuses, and limits scope of question aciamtare econ + Identifies purpose for inquiry 7 + Recognizes the need for information _ Identify driving inquiry question GUIDING QUESTIONS ‘+ What wil be my driving question? ++ What willbe my Focus? ‘+ How am going to proceed? ‘+ Have developed good deep questions? ‘+ Wo ste aucence for my answers? ‘+ Why am doing this investigation? + Domy questions lead me to answers that wilfulfll my assignment? powered ® PIKTOCHARTDESCRIPTORS Creates an inquiry plan that reflects their individual goals, learning style and interests, Maintains an awareness of final product (criteria, components, and. requirements) Identifies the knowledge/skillsjresourcesjstrategies required Chooses the best resources for the task Identifies key concepts and vocabulary Selects appropriate and effective note-taking process Identifies intended target audience Identifies possible knowledge artifact creation and sharing formats Identifies possible measures of success including models, rubrics, and self- assessment Collaborates productively in groups to define problems and pursue inforrnation. Identifies purpose for using information GUIDING QUESTIONS + What do need toknow about the topic? + What kind of information will beuseful tomy final product? + What thinking killsistrategies da need? ‘+ How will learn what ineed inorder to meet my goal? + Where can fine the information need? + What aresllofthe sources that might beused? + How dot locate these sources? + Which sources willbe most useful and valuable? *+ What are my search keywords? ‘+ How can gather. record, and organize the information that find? + Who willbe my target audience? Who would benefit rom hearing this? ‘+ What might Ido with my findings? ‘+ How ill communicate the results of my research? + Howean share what learn? + Howwi know! have completed my research? nowt was successful? powered by PIKTOCHART BIG IDEAS Design a Blueprint Purpose and Possibilities Manage Inquiry Process Preparing to Test Ideas Predict Hypothesize Identify Strenaths, Weaknesses, and Needs Brainstorm Sources Identifying Keywords Manage Search Process Evidence of Accomplishment Criteria and Means of Validating EvidenceDESCRIPTORS Understands and uses information environments (le. libraries, computers, etc.) Locates information from diverse sources, genres, points of view, and formats Uses appropriate, efficient, and effective search strategies Uses information and technology ethically and responsibly Uses reading and thinking strategies to comprehend information and build meaning Uses visual literacy strategies to derive meaning from visual information and media Records appropriate information in an effective note-taking process Uses graphic organizers to take notes using student's own words Keep a record of resources used Collaborates productively in groups to define problems and pursue information Connects, merge, and compares ideas from various sources Sort information by topic, sub-topics and criteria such as time, importance, cause and effect, chronologically, by category, etc. Discoversidescribes/expiains relationship among ideas Draws original conclusions and arrives at new understandings and meanings supported by evidence Demonstrates and communicates an authentic, meaningful and deep. understanding Explores, Understands differences/benefits of diverse presentation formats and selects an appropriate product for presentation ‘Communicate using a variety of expressive formats (software and technology tools, music, art and drama, writing) * Create a knowledge artifact for sharing and use Communicate and share new knowledge, findings and evidence product using appropriate format / technology for audience, task, and purpose ‘Act as an expert and teacher in presenting information GUIDING QUESTIONS How do find the information within each source? Have found enough accurate information to anewer all my questions? How wil ford the information | have located? What does the information mean? ‘What conclusions can | draw? Have I dram conclusions that ate supported by the evidence? \What information do really need to use? How can | use this information? Do Ineed more information? Are my questions answered? How can lorgenze ar sort the infarmation? How do thefactsfit together? Can! identify relationchipe and patterns and thoughtfully resct to the information found? ‘what connections can make? Does the information located raisenew questions? How have my ideas changed a 2 result of my investigation? How does the new information compare tomy earlier knowledge? What have | discovered and how will show my deeper understanding? How am | going touce what have discovered (apply, act implement)? What product/presentation il allow me to present my evidence and conclusions effectively tothe audience? What technology wilhelpme create a product or presentation? powered by PIKTOCHART BIG IDEAS Finding Out Test Hypothesis Knowledge Building Working as Researchers Gather/Collect/Loc ate Use a Variety of Sources, Record Information Using ‘Own Words Organizing Looking for Patterns Form Evidence- based Opinions/ Viewpoints/ Arguments Creating / Constructing / Daing Explaining / Applying / Acting Present / Express / Exhibit Telling Story Communicating Learning From Each OtherDESCRIPTORS + Reflect: examine one's own learning and ask new questions + Reinforces content learning + Revises questions or hypothesis as needed + Articulates new learning * Reflects upon personal change of ideas and perspectives + Applies models, rubrics, andjr criteria for exemplary presentation + Reviews and reflects how ideas changed with more information + Understands how new knowledge influences prior knowledge and hypotheses + Demonstrates responsible use of information * Demonstrates respect for intellectual property, copyright, and plagiarism + Rehearses / prepares presentation of product + Begins/develops understanding of critique process and feedback to improve + Develops evaluative criteria + Uses self, peer., and teacher-generated criteria to assess learning + Considest constructive criticism from peers and teachers in reflection * Gives and receives feedback from peers + Evaluates inquiry process and resources used + Reflects on what worked or did not work during the inquiry process Taking note of what could have been done better + Assesses the inquiry process and adjusts for future inquiry + Applies constructive criticism and comments from peers and instructors to future inquiry * Assesses how new skills, strategies, tools, and resources influence learning + Establishes good habits for learning how to learn through the inquiry process GUIDING QUESTIONS ‘What did earn? What did ind easy? What dd find difficult? What di enjor? Dotneedthelp?| ‘Am proud of what id? ‘What do | need todo next? ‘What could | have dane beter? He Did Lanswer my diving question? Dot havenew questions? Did my product meet the assignment goals? Di fulfill llthe requirements the asignment? Have practiced enough tobe confident in communicating my ideas? Have lorganized the product / presentation to make my major points and present convincing dol know it was cuccesstul? evidence? Was my product/presentationas efectiveas | could make it? What new understandings did develop about te topic or idea? How will incorporate my new learninginto what's next? How can | use the feedback on my final product for my next inquiry projet? ‘What di eam trom this inquiry task? How welldid my inquiry process go? [What might Ido differently next time to improve myinquiry processor product? powered by PIKTOCHART BIG IDEAS Metacognition Assessing Process and Product Reflecting on Content, Process, and Product Critique, Rethink, Revise Self-Evaluation Peer-Evaluation Evaluating Achievernent of Learning Goals Re-assess Process and Product Based ‘on Feedback Identifying Learning Reviewing Earlier Thinking Identifying Changes in Understanding ‘Ask New Questions for Continuing Inquiry Accountability Evaluate Arguments and Claims Evaluate Credibility, Accuracy, and Limitations of Sources